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The impact of digitalisation on everyday life has necessitated the need for learners to acquire digital competence as part of their education. In order to prepare students to become digital citizens, it has become necessary for teachers to acquire and implement digital competence in the classroom. This study applied the DigCompEdu framework to Lebanese schools and teachers to examine the digital competences of teachers and their alignment with Ministry of Education & Higher Education (MEHE) standards. This study followed a cross-sectional descriptive design and involved 170 in-service teachers in Lebanese schools. This study found that whilst schoolteachers’ practice meets all MEHE indicators, there is a significant need for training to schoolteachers in using digital tools and resources to promote collaboration in the learning process. The findings highlighted the importance of digital competences in schools and the need for ongoing training and support for teachers in this area.

This pilot study explores the effectiveness of digital storytelling in improving the oral use of the passive voice among Lebanese undergraduate EFL students. Conducted during the 2021/2022 spring semester amidst Lebanon’s ongoing economic and social crises, the study involved an experimental group using a digital storytelling strategy and a control group receiving traditional instruction. The research employed a quantitative approach, utilizing a pretest and a posttest to assess grammatical accuracy and fluency, and qualitative interviews to gauge student perceptions. The findings indicate that digital storytelling significantly enhances students’ ability to use the passive voice in oral communication, fostering greater engagement and a deeper understanding of grammatical structures. Despite the challenges posed by the COVID-19 pandemic and Lebanon’s economic difficulties, students in the experimental group demonstrated marked improvement over those in the control group. The study’s limitations include its small sample size and the specific context of a private Lebanese university, which may limit generalizability. However, the results offer promising insights into the benefits of digital storytelling as a pedagogical tool, suggesting its potential for broader application in EFL education. This research contributes to the growing body of literature on technology-enhanced language learning and underscores the need for further exploration in diverse educational settings.

The reason for this study was the low interest that high school students, particularly females, show for the subject of mechanical engineering (ME). We assumed that this problem was partly due to: (a) lack of understanding of the tasks involved in ME, and (b) a distorted and negative perception of the professional environment and working conditions. To assess these two assumptions, two measurement instruments (tasks and perceptions) were developed and administered in a sample of 496 high school students. A multiple-group design was used and data was analyzed by using an extended item response theory model. In general terms, the results agreed with our expectations. However, no significant gender differences were found. The implications of the results for future improvements are discussed.

En el presente estudio analizaremos, en primer lugar, la evolución lingüística a través de la historia en Argelia: como han influido los diversos pueblos que se habían instalado en alguna época en esta región, y ver la permanencia o no de esta influencia hasta hoy día. En segundo lugar, tratamos de introducir la realidad lingüística en Argelia: los idiomas y los dialectos que persisten y se usan en este país. Por tanto, el objetivo de este estudio es mostrar y demostrar que los futuros manuales de lenguas extranjeras en Argelia tendrían que ser unos manuales elaborados específicamente para el alumnado argelino, teniendo por tanto en cuenta toda la problemática derivada de las tres lenguas en juego.

This study will analyze, first, the linguistic evolution through the Algerian history and how the various peoples who had settled at some time in this region have influenced; and in the other hand, see the permanence or not of this influence until nowadays. Second, we try to introduce the linguistic reality in Algeria: languages and dialects that persist and are used in this country. Therefore, the aim of this study is to demonstrate that the future manuals of any foreign language to teach that language in Algeria have to be designed and written specifically for the Algerian students, having in mind all the specific issues derived from the three languages involved.

Background: The reason for this study was the low interest that highf school students, particularly females, show for the subject of mechanical engineering (ME). We assumed that this problem was partly due to: (a) lack of understanding of the tasks involved in ME, and (b) a distorted and negative perception of the professional environment and working conditions. Method: To assess these two assumptions, two measurement instruments (tasks and perceptions) were developed and administered in a sample of 496 high school students. A multiple-group design was used and data was analyzed by using an extended item response theory model. Results: In general terms, the results agreed with our expectations. However, no significant gender differences were found. Discussion: The implications of the results for future improvements are discussed. Keywords: Mechanical engineering and gender differences, attitude measurement, multi-group factor analysis, item response theory. Distorsiones y diferencias de genero en la perception de la ingenieria mecdnica en alumnos de Bachillerato. Antecedentes: la motivacion del presente estudio es la baja demanda de la carrera de ingenieria mecanica por parte de los alumnos, y muy especialmente las alumnas, que ingresan en la Universidad. Se planted que, en parte, esta situacion se debia a: (a) un conocimiento errdneo de las tareas propias de la profesion, y (b) una percepcion distorsionada y negativa de su entorno y condiciones de trabajo. Metodo: para evaluar estos dos puntos se desarrollaron dos instrumentos de medida (tareas y percepciones) que se administraron en una muestra de 496 alumnos de Bachillerato. Se utilizd un diseno multi-grupo y los datos se analizaron de acuerdo a un modelo extendido de la teoria de respuesta al item. Resultados: en terminos generales los resultados apoyan los supuestos de partida. Sin embargo, no se encontraron diferencias significativas entre hombres y mujeres. Discusion: finalmente, se discuten las implicaciones de los resultados cara a futuras acciones de mejora. Palabras clave: ingenieria mecanica y diferencias de genero, medicion de actitudes, analisis factorial multi-grupo, teoria de respuesta a los items.